ASSIGNMENT 01 - LESSON PLAN

Topic of Lesson Forms of Energy

Educator Mr. S.M. Vukeya

Grade Seven

Learning Area Natural Sciences

Learning LO 2: Constructing Science Knowledge.

Outcome LO 3: Science; Society and the environment.
Assessment AS 1: Recalls meaningful information.
standards AS 2: Understands sustainable use of the earth’s
resources – Analyses information about sustainable
and unsustainable use of resources.
AS 3: Interprets information

MATERIALS
MEASUREMENT
DATA REQUIRED: Students will learn the names and definitions of the various
forms of energy, and they will also search for examples of each form. We will then
discuss some examples as a class.

TIME REQUIRED: 2 hours

ACTIVITIES AND PROCEDURES:

Prior Learning: Learners will have come across the terms ‘renewable’ and ‘non-
renewable’ energy sources in Intermediate phase Social Studies and Natural
Sciences. They should also have come across the term ‘fossil fuel’. Use this unit to
revise these concepts and further extend their knowledge.

ICT Skills and resources: Learners create a poster on a computer about one
form of energy that they learned about. The poster will need to have at least 3
pieces of information on it, and it will have to be colourful with pictures and images.

Learner Activity: The learners will be put into groups, and each group will
be given a different form of energy to research either using books or
internet. They will be asked to find a definition of the form they were
assigned and at least 4 examples of it.
Each group will then do a brief 3 minute presentation to explain the form of
energy that they researched, and to discuss the examples of that form of
energy. The information must be clear and concise. The teacher will add any
necessary information once the group has finished presenting. At the end of
the presentations, the teacher will do a brief oral recap of the forms and
examples.
Procedure: Have the learners get into pairs. Each pair will then be given a digital
camera. They will then be asked to search the classroom, outside, and any other
area designated by the teacher, for forms of energy. When they find an example,
they will take a picture of it and be prepared to explain what form they think it is.
After 15 minutes, the students will return to class and show their pictures and
discuss the forms of energy.
Learners read the article and answer the questions:
Fuel wood crisis in Tanzania
The last 10 years have shown that as women and children have had to walk
further and further everyday to gather enough wood for cooking and heating, the
number of trees in Tanzania has decreased by 80 percent. Cutting down trees has
serious results all over Africa. Most of the topsoil in farming lands has been
washed away, leaving farmers with bare ground which contains none of the
minerals needed for good crop growth. There is a much greater risk of flooding in
the rainy season because there is no longer enough topsoil or vegetation to
absorb heavy rains.

FOLLOW-UP ACTIVITY:
Assessment: Go over questions in class. Ask different pairs to give their
answers. If some learners still have not grasped the concept of renewable
energy resources, let them do the following remedial question.
Remedial questions
1. Identify the source of energy for drying fish on racks outside. Answer:
The sun
2. Why is this a renewable energy source? Answer: Because the sun will
always give us heat.

Student follow -up: Learners challenges the school to an “energy efficient”

week. They determine what each individual and each class can do to
conserve energy.

Dependencies: This is a group activity, but they should complete some

research individually as homework -assignment.

AFTER THE LESSON: Doing the activity was not easy, due to the fact that
resources needed for the activity i.e. digital camera, was not accessible to all
learners. It is a very good idea to involve learners and give them the platform to be
in charge throughout the lesson, they really enjoy it.
 Assessment Activity: Test
Learning Area: Natural Sciences
Strand: Energy and Change – renewable & non-renewable energy
sources
Grade: Seven
Marks: 25 Time: 1 hour

1. State whether each of the following statements is True or False:

a. Fuels store energy.
b. A thermometer measures how much heat is stored in things.
c. Heat moves from hotter to a colder object.
d. Radiation is when heat is transferred from one object to another object that is
touching it.
e. In convection cold air is replaced by warm air.
[5 x 1 =5]

1. Answer the se questions about fuels:

a. Some fuels are non-renewable. Explain what this means. (1)
b. Give two examples of non-renewable fuels. (2)
c. Explain what a fossil fuel is. (2)
[5]
3. Answer these questions about heat transfers:
a. Explain why the sun’s heat cannot reach us by convection or conduction.
(2)
b. How does the sun’s heat reach us? (1)
c. Explain how a heater warms a room by convection. (3)
[6]

4. Answer these questions about insulation:

a. Explain why:
i. Insulating materials often have large airspaces. (1)
ii. Houses in hot places are often painted white. (2)
iii. Kettles are often silver or white. (2)
 a. Identify (i)the two best conductors and (ii) the two best insulators
from the following list:
 Glass
 Aluminum
 Newspaper
 Wool
 Copper (4)
[9]

Assessment Activity: Memorandum

Learning Area: Natural Sciences
Strand: Energy and Change – renewable & non-renewable energy
sources
Grade: Seven
Marks: 25

1.
a. True
b. False
c. True
d. False
e. False [5 x 1 =5]

2. a. Non –renewable fuels cannot be replaced when they are used up. (1)
b. Any two: coal, oil, natural gas. (2)
c. A fossil fuel is made from the remains of plants and animals (1) that died many
millions of years ago. (1)
[5]
3. a. Conduction and convection need particles of air or another substance to
transfer heat. (1) There are no particles in space. (1)
b. By radiation. (1)
c. Hot air rises from the heater (1); cooler air replaces it (1) and is heated. (1)
[6]
4. a. i. Air is poor conductor. /Air traps heat. (1)
ii. White reflects (1) the sun’s radiation. (1)
iii. White and silver do not radiate heat well (1) and lose heat slowly. (1)

b. i. Conductors: aluminium (1) copper (1)

ii. Insulators: wool (1, newspaper (1)
[9]